Articles de colloque
International Network for Didactic Research in University Mathematics (INDRUM)
This paper reports on a pilot study that has taken place during the winter semester of 2017, in the context of a larger project whose goal is to contribute to studying the transitions from being a university mathematics student to becoming a post- secondary mathematics teacher. With very scarce literature on these transitions at this specific level, this pilot study acts as an exploration into new teachers’ significant experiences that may be involved in shaping their relationships with mathematics, and its teaching and learning. We conducted a narrative inquiry with three new post-secondary mathematics teachers who were interviewed on a regular basis during a semester. Those interviews provided an insight into the new teachers’ experiences by pointing out themes that are relevant to them. We conclude with a discussion on what remains to be achieved to conduct this research.